OUR MISSION STATEMENT
The Falcon High School community is dedicated to educating
our students in a safe and supportive learning environment and
to developing responsible 21st century citizens through
innovative educational programs.
GRADING and ASSESSMENT
MODEL
FALCON HIGH SCHOOL
Falcon High School grading
model is a combination of
3 DISTINCT CONCEPTS
Elements of:
 Standards-Based Grading (SBG)
 Depths of Knowledge Assessment (DoK)
 Student Mastery
Purpose of
Grades
Based on the
available evidence,
accurately depict
and communicate
the level at which a
student has learned
or is achieving to
students and
parents.
ADVANTAGES of
the FHS Grading
Model
 True reflection of what
students know and can
do.
 Pertinent and recent data
are used
 Re-assessment and Retakes
 Consistency in practices
and meaning
 Target and focus
instruction
A
Significantly Exceeds Standards; Superior Ability and
Skills
B
Surpasses Standards; Highly Developed Ability and
Skills
C
Adequately Meets Standards; Sufficient Ability and
Skills
D
Nominally Meets Standards, Peripheral Ability and
Skills
F
Infrequently or Never Meets Standards, Minimal
or No Ability or Skills
I
Missing Data or Work
Summative vs. Formative
Assessments
Formative
Summative
Assessment for Learning
Informal
Specific Feedback
Guides Learning
Assessment of Learning
Formal
Final
Shows Learning
Examples: Observation,
Quizzes, Rough Drafts,
Practice, Logs, Exit/Admit
Tickets, Check Points,….
Examples: Semester,
Quarterly and Common
Assessments, Projects,
Papers, Presentations, Labs
Grade Book Construction and
Documentation of Assessments
Summative Assessments
Only summative assessments are consideration in establishing a
student’s running or final achievement level.
All summative assessments will be documented and dated in the
grade book and will be distinguished by a separate category.
Summative and formative data will not be intermingled.
Each Standard will be documented using separate and well-defined
categories: one for summative assessments and the other for
formative assessments
Summative Assessments
All assessments will be disclosed to students as
summative or formative prior to being given. This
designation will not change once the teacher has made
the initial disclosure.
A running mark will be assigned for each summative
category in the grade book.
Any summative assessment that is no longer part of
the pertinent data will be “inactive.”
Formative Assessments
Formative assessments are not a consideration in establishing a
running category mark or student’s running or final mark.
Formative assessments will be documented in the grade book.
All formative assessment will be documented as “inactive” (IC will
show assessment descriptor in red and will show mark in gray scale
lettering)
Formative assessments that are satisfactory or better will be
documented using “+” for “progressing.”
Formative assessments that are marginal or unsatisfactory will be
documented using “-“ for “not progressing”
Missing formatives assessments are to be documented with an “M”
(comment of “Missing”)
Grade Books
Grade book CATEGORIES are based on Learning
Standards Not Tests, Quizzes, Homework, etc.
Instead you will see:
Standard #1 Number Sense (Summatives,
SUM., or S)
Std. #1 Formative (FOR., F) Assessments
STD. #3 Solving Equations (S)
Solving Equations Std. 1 (F)
You will also see a RUNNING Marks for each
summative category
Examples:
Standard 1 Number Sense Running Grade, or
Standard 2 Running Mark, or
Number Sense Final Mark
Each running mark reflects what the student’s
achievement levels are for each specific learning
standard
Grading Task Summary
Legend:
Final Grade
In-Progress Grade
Grading Task
Semester
Semester Final
Grade Not Available Yet
Semesters S1
A
Semesters S2
S1 Semester Detail
Category: Grammar Standard 1 Summatives
Key:* AssignmentName
name = Assignment not used
grade calculation.
= Score not
in grade
Due in
Date
Assigned Dropped
Weight
PtsusedSco
% calculation.
Turne
Date
Pos
re
d In
Grammar Test
09/01/201
09/01/2013
0.0
0.0
A 0
Grammar Test 2
11/12/201
11/12/2013
0.0
0.0
A 0
GRAMMAR RUNNING STANDARD 1
08/01/201
08/01/2013
1.0
0.0
A 0
MARK
Standard 1 Summatives Totals
Category: STD 1 Formative - Grammar
Name
Due Date
* Quiz 1
* Group Discussion and Submission
08/26/201
10/05/201
Assigned
Date
08/26/2013
10/04/2013
Weight
0.0
0.0
STD 1 Formative Totals
Category: Standard 2 Comprehension (Sum)
Name
Due Date
Novel Comprehension
Novel Comprehension 2
STANDARD 2 RUNNING MARK
08/16/201
11/30/201
08/01/201
Assigned
Date
08/16/2013
11/30/2013
08/01/2013
Weight
0.0
0.0
0.0
Standard 2 Summatives Totals
Category: STD 2 Formatives
Name
Due Date
* Reading Quiz
08/09/201
Assigned
Date
08/01/2013
Weight
0.0
STD 2 Formatives Totals
Category: Standard 3 (Writing for Purpose) Summatives
Name
Due Date
Assigned
Date
Of Mice and Men Written Analysis
9/15/201
09/01/2013
Class Writing Project
12/13/201
12/01/2013
WRITING for PURPOSE MARK (STD 3)
08/01/2
08/01/2013
Weight
0.0
0.0
0.0
Standard 3 Summatives Totals
Category: STD 3 Formatives
Name
Due Date
* Writing Challenge
12/04/201
Assigned
Date
12/04/2013
Weight
0.0
STD 3 Formatives Totals
S1 Semester Totals
0
0
0
%
Pts
Poss
0.0
0.0
Sco
re
+
+
%
0
0
0
%
Pts
Poss
0.0
0.0
0.0
Sco
re
B
B
B
%
0
0
0
%
Pts
Poss
0.0
Sco
re
+
%
0
0
0
%
Pts
Poss
0.0
0.0
0.0
Sco
re
A
B
A
%
0
0
0
%
Pts
Poss
0.0
Sco
re
-
%
0
0
0
%
Comments
Turne
d In
Comments
Turne
d In
Comments
Turne
d In
Comments
Turne
d In
Comments
Turne
d In
Comments
0
0
0
0
0
0
0
0
0
0
A
Marginal use of
conjunctions
This
is
what
it
might
look
like
when
you
see it
in IC
Improvements for January
IC will calculate SBG grades so that teachers
no longer have to do those calculations by hand,
minimizing errors
Within this calculation the A, F scenario changes
from an F reported in IC to a D (still showing
that
the student has not fully mastered (C) the
standard but shows some knowledge).